still largely

P ART II.

EDUCATIONAL ACTIVITIES F THE JOHANNB.SBU G MUNICIPAL • VELF ARE DEP TMENT •

· Among the most important efforts of the Social ~elfare Department to fill gaps in the xisting stateeducational

programme are the provision of such services as Play Centres, Park bupervision, Youth ~ocial Centres, Community Centres, Sheltered Employment and Occupational Therapy, Research and

tatistics, and Propa anda.

A more or less detailed description will be given of

33.

the first three as they are the most important from our viewpoint, viz. the educational. The others will merely be referred to

very briefly as they are less important from the same viewpoint, being less directly educational, or because they are still

largely in the initial stages, as is the case with Community Centres.

CHAPTER I.

P L A Y

C E N T R E S.

Play Centres originated in England during the last years of the 19th century and from there spread to America,

the Continent and the Dominions, including South Africa. Play Centres may be defined as clubs for young school-going cbildren between the ages of six and twelve years, where children are helped to become adjusted to

society and to become healthy and happy citizens of the future.

1. Play Centres in Other Countr~s.

The Play Centre movement started in England during the last years of the nineteenth century at Marchmont Hall on the Passmore Edwards Settlement. Their efforts did not owe any inspiration to any other country, but they arose spontaneously from the needs of the district, combined with the exceptional opportunities afforded by the settlement building. I).

The movement began when industrialisation took away parks and open spaces where children could play and gave in return little in the way of organised leisure-time activities. Often both parents were working, with the result that juvenile delinquency and uncontrollability increased.

The first school play centres opened in 1905, when eight play centres were started in London. Their growth was rapid. In a year the enrolment was almost doubled from 5846 to 10030.

The play centre experiment was such a success that

·---1). Trevelyan; Evening Play Centres for Children. p.l and

the attention of Parliament was drawn towards the problem of state obligation in the matter of children's play-time. The result was that in 1906 the play centre principle was embodied in an act of Parliament, namely the "Education

(Administrative Provisions) Bill, 1907". This was the children's charter in the matter of organised recreation after school hours. Through this bill local authorities were enabled to spend money on the play-time of children. But there was no compulsion on them to do so, and i t was still another matter to convince them of the necessity of doing so.

The country was not yet ready for so great an extension of its educational system. In fact, i t was not until ten years later that the Board of Education could take the decisive step which has opened the way to play centres and recreation schools in every part of the country.

One of the greatest handicaps was the struggle with finance as the movement had to rely for its existence on public subscriptions. The London County Council refused appeals for assistance. Nevertheless, the number of

centres rose from eight to twelve in 1908, to fifteen in 1910, and to twenty in 1914. Gradually the value of play centres were realised and magistrates and the police started to praise them. Probation officers assigned boys

35.

under their care to the centres and asked the superintendents to keep a special eye on them.

The attendance grew rapidly as the following talbe indicates.

!98~

TABLE PLAY CENTRE 418,113 738,496 VI. ATTENDANCES.l). 1908 1910 619,521 933,833

1911 1913 1,170,962. 1,510,381. 1912 1914 1,322,936. 1,752,173.

Although the numbers multiplied three-fold during the period 1907 to 1912, the cost was only about wubled, viz. from £2,339 in 1907 to £5,4U3 in 1912.

The Great ar of 1914-1918 brought a great new need for care and supervision of children after school hours, as

most homes were left fatherless. The wilder spirits among the boys had too much liberty and so got themselves into

trouble. Many gangs started and these often came into conflict with the law.

At last state recognition was afforded the movement, mainly in an effort to combat the growing evil of the alarming

increase in crime. The Minister of Education signed a memorandum in which government assistance was promised for play centres throughout the country in the form of grants in regard to the maintenance of play centres on a 50% basis of the approved expenditure to combat the serious increase in juvenile offences since the beginning of the war. After the first payment of the government grant there was a rapid

increase in the numbers of play centres. The movement

rapidly spread to the great Provincial towns of anchester, Liverpool, Birmingham, Leeds, etc.l).

The movement for the care of the school-age child also found response all over America, particularly in New York. Its development was, however, not so rapid as was the case in ~ngland.

In America the play centre movement started with rs. Moses D. ~litzer, when she noticed the numbers of children playing in the streets, while there were empty

1). 1'revalean; Evening Pl ay Centres for Children. .p. 1-83 See also Reaney. The ~lvce of Pl~y in ~ducation. p.63 f.

school rooms nearby. It was a movement to give back to children their right to play, through provision of play areas, su ervised by play leaders. I t developed as part of a complete recreation movement, more than as a counter measure to juvenile delinquency.l).

The movement really took root in America during the

37.

Great War, when the need was felt more urgently for provision for the children of enlisted fathers and working mothers.

A notable development in America was the Parent-Teacher Organisation, and the Parent Education Department, which tries to guide parents, both on a group and an individual basis.

During the years between the Great War and the

depression the American schools assumed all kinds of community service. It was during this period that the progressive

movement in education emphasised the continuity of the child's experience, and the responsibility of the schools for extra-curricular activities.a). The Play Centre was consequently often housed in the school building and, in the Gary System the schools, as an integral part of the community life, the schools were used day and night, six days a week, summer and winter, by adults as well as by children. 3)•

The Board of Education was ·interested from the beginning. In 1942 a special Committee made a careful study and evaluation of the movement. The result was that the board formally adopted the project and made i t part of the great New York City School System. These schools were known as nThe All-Day Neighbourhood Schools" and were to

serve as demonstrations to other schools in the city. Specially selected teachers have been appointed to each school to act

1). 2). 3).

Huus; Financing Municipal Recreation, Introduction~_guoted bj Thomsen: The Place of the Play Centre in a Social ~~Ho~rum Hal~ey; The Development of Recreation in Metropolitan

ChJ.cago. p.38

in an advisory capacity to the administration.l). 2. The Importance of Play.

Play fulfils a basic need of children.

The need of play in an era of regimented amusements in a world of turmoil and frustrations, is often ignored or

considered of small importance.

To many people play seems useless activity and a aste of valuable time. It seems to lead to no specific goal. vthers consider i t as sheer idleness or haphazard activity, while there are even a few for whom play may seem sinful just because i t is pleasurable.21•

~et play is of the utmost importence to the child and indispensible to his development and adjustment • Play i s , in fact, next to the need for nourishment, protection and shelter, the most important basic need of the child.

For practical purposes play may be defined as

activities which are engaged in for their own sake. N ork, on the other hand, may be defined as activities which are directed at some more remote objective. Play is relatively spontaneous and par~icipation is to a certain extent under one's own control. Work is performed more frequently as an obligation. When work t&~es on the spontaneous character of play, then the two seem to merge. They likewise merge when play takes on the compulsory or obligatory character of work.

The difference between the two is fundamentally one of attitude. What for the one is play, is work for the other, and vice versa. 3 )

1).

Franklin, and Benedict; Play Centres f~ School Children. P•P•

1-7.

dee also"Building for the Future", Annual Report

of t~e Play Centre Ass., p.p. 3-7. Reaney; The Place of Play in Education p.p. 61-62.

2}. Lampert; School's Out. P• 1

39.

Play is the bridge over which the child must pass

in order to grow up and to made a satisfactory journey from childhood to adulthood.l). Play is the natural learning activity of children. Through i t they digest some of the most deep-felt and acute experiences of their lives. Through i t they fit the various parts of the world around them into

an understandable whole. •lt is through their play that they come to understand human relationships, occupations, current events and practices.

In the agricultural period children found in

everyday tasks many satisfactions and learning opportunities which are today available only in play. 1n those days adults and children shared many experiences. ~oys learned occupations from their fathers, and girls learned household arts from their mothers. ThE:¥ acquired their knowledge at first hand and thus there was no need for them to play farmer or nurse, because such work was close at hand a.nd they could readily participate in i t .

rhe industrialisation which followed brought a need for greater opportunities for play, which had been satisfied naturally in the agricultural stage. Space for play almost

disappeared. The content of play contracted so that many forms of play, through which children had learned the current habits, customs, occupations, arts and ideas, and

~he use of their bodies, were lost. Thus play, the birthright of every child, became the privilege of the

few. Play spots decreased while the hazards of participation 2).

increased.

Educators have long appreciated the vast significance of play. 3e talk of the play way in education and learning

---·

1}.

Lambert; School's Out. p. 24.

through play. Most of the best modern educational systems or plans embody play in one form or another in their

activities.l). Psycho-analysts have shown how play is

indeed the breath of life of the child, since i t is through play activities that he finds mental ease and can work upon his wishes, fears and phantasies, so as to integrate them

into a living personality.2)•

Play is also important in the social development of children. In this respect Dr. Susan Isaacs says: "Play is not only the means by which the child comes to discover the world; i t is supremely the activity which brings'him psychic equilibrium in the early years ••••••••• And gradually he learns to relate his deepest and most primitive phantasies to the ordered world of real activities.3).

The emotions of the child also find expression through play. Psychiatry has shown us the less obvious meaning of play and stressed its importance in the emotional growth of children.

There are two special ways in which children can respond to tensions in their environment, viz. they van be destructive and aggressive, or they can be passive and neurotic. 4 ) •

Thus a child who feels that he is resented, or unloved, may become disobedient at home, defy authority and demand attention unnecessarily. Likewise, a chil~ may misbehave at school because he may be under the impression that the teacher dislikes him. He may then refuse to learn,

---~---1). Caldwell Cook, The Play ~ay in Education.

Reaney; The Place of Play in Education p. 54 f,

2). See Freud; Beyond the ~leasure Principle. pp. 15-16. 3). Isaacs; ;;)ocial Development in Young Children. p.425. See also: Intellectual Growth in Young Children, by the same author.

or take i t out of his playmantes by bullying, or he may conform in school and give expression to his resentment in seemingly unrelated behaviour Some children may not make any attempt at outward rebellion, but may express

their insecurity through illness, or other neurotic symptoms instead.

Play is in such cases a safe means of releasing

and directing hostile feelings. Through play the child

41.

may act and re-enact his violent impulses without actually harming any one. In this way the child drains off feelings which might otherwise be turned against society in destructive behaviour, or i f deeply repressed, produces neuroses in the

individual. 1f children are allowed to make full use of play

in all its aspects i t can be a valuable therapeutic agent. Pent-up emotions cannot be ignored as they must find an

outlet or harm the child. Here play may act both as

sublimating and as a useful safety valve.

Play also facilitates adjustment. Most of life•s situations are too complex for the child to digest in their unadulterated state. They have to be simplified and approached

by the child, preferable through play, before they are met with in their real state.

In spite of the tremendous significance of play, the play dri've in children, particularly those living in cities, is stifled and starved of its normal and natural

satisfaction. Maladjustment is often the result. In most homes children do not enjoy the play facilities that they should. Few parents share in the play of their children. They amuse the children and

take them to places of amusement, but rarely play with

garden, or by entering into their phantasy play. Instead, parents place too many restrictions on the normal play of

children. Although noise and disorder are the concomitants of play, the nerves of few modern parents are equal to i t in the confined space of the home, with the result that they are either forbidden to play naturally, or are sent outside, which, in the poorer areas, too often means the street.

In most schools too little is made of the play impulses of the child, except in the lower standards. The emphasis is on formal instruction and mental activity and not on physical activity. For long periods the child is forced into a state of physical inactivity with no

proper compensation afterwards. Little use is made of the fact that play is urdoubtedly on of the most economical and effective ways of assimilating knowledge.

Not only in the home and in the school does the child receive inadequate satisfaction for his powerful

play impulses, but ' e is also hemmed in outside, particularly in industrial areas. Adequate playing space is seldom

provided. In most communities there are not enough parks, back yards and empty lots. Even where parks are provided the inevitable sign to keep off the grass and other restrict-ions make them ornaments rather than fit places for children to play in.

The result of all this is that the play impulses are stifled and starved in the child. Instead of going out to play in the fresh air and sunshine he goes to the movies or reads comics. The spirit of adventure and the phantasy of the child, which are normally satisfied through play, have to be content with these substitutes. The real

trouble is, however, that these substitutes offer as little real and lasting satisfaction as smoking a cigarette does to satisfy the sense of hunger. Many of the much decried modern evil practices of the child are symptomatic of his sterile play content. The remedy is emphatically more active and satisfying play facilities.l).

The provision of Flay Centres by the J.M.S • • D. is

4 :;.

a valuable contribution towards filling this gap in the wel~are services for children. Although the Play Centre was provided in the first instance as a social welfare measure, i t has

nevertheless very important educational aspects as will also be seen from an examination of its aims.

3. Aims of Play Centres.

The aims of Play Centres have developed from the

original remedial, through the rehabilitative, the preventive, to the promotive, and then to the formative aim.

(a). Remedial or Corrective:

It is the aim of the Play Centre to correct existing mistakes, maladjustments, behaviour abnormalities, etc.2)•

lb). Rehabilitative:

By means of group work, individual treatment and play therapy, i t is the aim of the Play Centre to reba-bilitate difficult or behaviour problem children, who may come from broken homes, immoral homes, homes where both parents are working, or from other unsatisfactory homes.

(c). Preventive or Counter Measure:

Play Centres aim at preventing juvenile delinquency. Wflereas Play Centres developed in America as part of a complete recreation movement more than as a counter

1).

2).

See Kilpatrick: Group Education for Democracy.

See Report of "The South African National Conference on the Post-War Flanning of Social Welfare Work". Chairman's

measure against juvenile delinquency,l). i t was established in Johannesburg primarily to prevent delinquency and crime gangs developing by providing constructive and creative leasure-time activities. 2 )•

Play Centres also aim at keeping children off the streets and so prevent traffic accidents.

It is also hoped to prevent sickness and disease by building up healthy, happy children through additional

feeding, medical attention and physical activities, etc.

The Play Centre also aims at preventing children having undesirable friends, opportunities and practices, and from

going to undesirable places. 1d). Promotive:

Although the immediate aim, at the establishment of the Play Centres in Johannesburg, was the remedying and preventing of undesirable conditions and practices, they have since

developed into having a positive aim, viz. the training of children. 3) •

Amongst other things the Play Centre hopes: to promote better understanding of children's homes and parents, to bring about better relation between parent and child, teacher and child, and child and child; to teach hobbies and creative crafts and skills for use in later life; to give a feeling of appreciation for the better and beautiful things of life {art, music, drama, etc.) in order

---1).

Trevelyan; Evening Play Centres for Uhildren.

Introduction. See also: Burt; The Young Delinquent. PP• 198, 2u4 ..

2). Thomsen; 'l'he .!:'lace of the Play Centre in a Social Welfare Programme. p. 3

3). Memorandum submitted by the Johannesburg Gity Council to The Commission on Prison and ~enal Reform, July 1946.

4.5.

to make for a more satisfying and full life; to teach a respect for property and the rights of others; to do for children, especially those of working mothers, what the most understanding parents generally try to give them in their out-of-school hours: opportunities to work and play alone and with others, in a place which belongs to them, with the help and appreciation from grown-ups who like and respect them; and to satisfy certain of the basic needs of children, viz.l}. physical needs: food,

shelter and medicinal care, entertainment, and opportunities

2).

for books and games; emotional needs: need to be loved

and wanted, (absence of this results in problem behaviour);

need to be treated with consideration, (neglect may result in defeatism or resentment); need to win respect for

achievement, (when lacking results in absence of inspiration); need to be understood, to make friends and be with equals,

(when lacking results in feeling of inferiority); need to find stimulation in surroundings, (when lacking results in stunted experience, retarded growth and development; need for quiet at times, (when lacking results in

nervousness and irri.tability); and need to play, to create, and to work and produce, (energy must be worked off in

ligitimate channels, otherwise acts of aggression and

) )

.

destruction may be possible.) (e). Formative•

The real value of the Play Centre is to be

---1). Guide for Teachers in Children's Play Centres; Child Care Staff; State EducationaDepartment, ffOreword.

2). see also Gardner; The Children's Play Centre, pp. 98-119

measured not only by its success in keeping children out of harm's way and mischief, but also by the influence i t exercises in the formation of character. The Play Centre a.ims to exercise this influence through genuine play, the spirit of free play and self-chosen occupation.l). I t also wa.nts to do this through enabling the child to learn new interests.

To summarise, Play Centres aim at being places where young children learn to adjust themselves to their fellows and to achieve a feeling of security. This

a djustment includes physical, mental and social fitness. Social fitness is the highest of these three. 2 )· The key to social fitness is often the ability to compete with other children in the schoolroom and on the playing field. It is the aim of the Play Centre to provide the opportunity for exercising this form of self-expression.

In "Club Leadership" Henriques says: " ••• to-day they {the clubs) exist to educate them (boys) for the

fulness of citizenship. 11_{3) •}

00 also can we say of the Play Centres: their highest aim is education for citizenship.

Although PlRy uentres are no schools, they are educational centres. The schools nave a compulsory

programme, which is contrary to the Play Centre method. The Play Centre never compels , but only leads and guides.

1).

Trevelyan; Evening Play Centres for Children. p. 58. 2). Tomsen; The Place of the Play Centre in a Social

1elfare Programme. p. 5; see also Report of Commission

on Prison and Penal Reform. p. 12. 3). Henriques; Club Leadership. p. 1.

4. Need for Play Centres in Johannesburg.

Play Centres were introduced by the Joh~nnesburg

City Council in the first instance with the object of combating juvenile delinquency and of acting as a source to which children of working parents, children with

inadequate play facilities at home, and children who simply desire to benefit from the attractive services at the centresJ could be referred.l).

(a). The Probl~f Truancy and Juvenile Delinquency. It is generally recognised that truancy is often a symptom of some underlying unrest, which if allowed to to continue unchecked, may easily develop into juvenile delinquency, or in other ways hamper the social adjustment of the child. 2) •

In the year 1934 the number of absences from school in Johannesburg alone was estimated at an average of 1800 per day, 3 )• and not all of them stayed out for valid reasons. In 1946 337 cases of truancy were reported to the attendance officers of the Witwatersrand 6entral School Board. 4 )•

This figure is a very conservative index of the true number of cases, because only the most persistent and glaring cases are usually reported, the remainder being dealt with by the school principals themselves. If only about one in three cases is reported the total number of

4 7.

cases of truancy in Johannesburg would be approximately

________________________________________________________________________ j

1). R. Knobel, Asst. Director of Social Welfare; Interem Report on Municipal Recreation; 29/l/1947.

2).

3).

4 ) •

Evidence submitted by the Johannesburg City Council to the Committee on Prison and Penal Reform; 1946. p. 11.

Report of the Provincial Committee of Inquiry into Social

and Charitable Work on the itwatersrand; Govt. Printer, Pretoria; 1934, PP• 25-27, and 83-84.

a thousand, or an average of five a day.

Truancy is usually the first step to delinquency and crime. The truants frequent cafe bioscopes, loaf about the streets, or associate with undesirable characters from whom they learn undesirable practices. If, as a result,

they come into conflict with the law, they are classed as delinquents. According to the report of the Provincial

Committee of Inquiry into Social and Charitable Work on the Witwatersrand "a juvenile delinquent is a young person who has come into conflict with the law and has thus

committed a crime, although psychologically he may have 1).

no innate delinquent tendencies."

(b). Extent of Delinquency in Johannesbu~. The following figures, quoted by the above-named commission of inquiry, from the Official Year Book of Union, 1939, gives some idea of the extent of juvenile

delinquency in Johannesburg during the year 1939:-2)• 2277 European juveniles of 16 years and younger were prosecuted for 86 different offences, 6477 juvenile

adults of 17 to 20 years for 153 different offences, including assault, theft, drunkenness, housebreaking, incest, attempted

murder, culpable homicide, etc.

The less serious cases dealt with by the Commissioner of Child Welfare are not included in the above figures.

Besides, there are the cases in which the misbehaviour has not brought the children into conflict with the law, but nevertheless created serious misbehaviour problems for

themselves, their parents, their teachers, and the community.

---1). Report of the Provincial Committee of Inquiry into Social and Charitable Work, p. 25.

49.

The commission thoug~that this clearly showed that the problem of maladjustment among children was disquietingly la.rge and imperatively urgent, and should be tacKed forthwith in all seriousness and determination.

The following table indicates the extent of juvenile delinquency in Johannesburg from 1940 onwards;

T A B L E

VII.

European Juvenile Delinquency in JohannesburgL-!940-1946;) Under

16

18 to 21 Total All Ram

- -

---male fe---male T m f T m f T m f T

-1940 85 1 86 174 5 179 231 2 233 490 8 498 1721 1941 94 8 102 216 11 227 290 21411 700 40 740 2109 1942 78 12 90 132 13 145 463 26 489 673 51 724 1984 1943 111 27 138 80 16 96 109 24133 300 67 367 ],405. 1944 87 16 103 77 22 99 80 23103 244 61 305 1459 1945 129 11 140 109 15 124 84 17 101 322 43 365 1790 1946 89 5 94 98 15 113 67 3

7U

254 23 277 1458

N.B. According to rtecords of the Juvenile Court there is a decrease in the number of cases, but an increase in the seriousness of the offences commited.

·---·

1). Figures from the l:''iles of the ~,;ommi ssioner of Child velfare, Johannesburg, with kind permission of the Commissioner of Child ~elfare, .JOhannesburg.

tc). Causes of Juvenile Delinquency in Johannesburg. The causes of juvenile delinquency in Johannesburg are essentially the same as in any large city~e world over.

In the rteport on Deviate ~hildren these causes are stated as follows:l). ·•Deviate benaviour ma.r be caused by either the innate disposition of the person or by his

environment, which includes physical, spiritual and mental factors, bad education, and bad habits, ideals, unfulfilled desires, or by disposition as well as environment."

The Report of the Provincial Committee of Inquiry into bocial and Charitable Work on the itwatersrand

mentions that in the majority of cases will be found that bad home and environmental influences contribute a determining factor. In the majority of cases will be present some mental or physical disorganisation which has

operated causally. necessary before i

In both cases proper diagnosis is 2).

can be properly treated.

At the Conference on Post- ar Planning held in Johannesburg in 1944 Mr. W.L. rarsh, Juvenile Court

Magistrate in Johannesburg, mentioned that 95% of European children's troubles before the courts arise from bad home conditions, the broken or drunken home being the most prolific source. Abnormal psychologiwal or perhaps

pathalogical mental conditions in the child produce most

,of the rest. He further mentioned that nearly all

European "children in need of care", or juvenile delinquents, come from bad areas in the city, Fordsburg, Vrededorp,

Newlands, Ophirton, and similar areas being the main sources.

---·

1). Report of the Inter-Departmental Committee on Deviate Children, p. 158.

2). Report of the rovincial Committee of Inquiry. op. cit.

Burt mentions the follo ng as the chief causes of elinquency;l).

A. Home Conditions:

B.

Conditions

(1).

Poverty: overcrowding, absence of facilities for recreation at home; (2}. Defective f Hdly relationships; {3J· Defective discipline;

(4}• Viscious homes. Outside the Home:

-( 1). ~_,ompanionshi _s;

( 2) • t.;onditions of lei sure:

51

.

(a) exces iv a ili ties for amu ernent , (b) d _{fective facilities for amusement;} ( 3) • _{condi ions of' work.}

hP- role o ns tisfactory envi o enta cond · t.i ons n the causatio o ju enile delin uenc i e ly evident from the above. Mr. Marsh mean ha i t is only with the environmental con itions tha we c~1 deal in he roblem: heredity v • environ ent. He also means tha rehabilitation of e horne is the most essenti 1 as ect in the trea ment of juvenile delinquency.2).

(a).

T

eatment of Juvenile Delinguency in Johannesburg. The Com ittee of Inquivy into docial and Charitable ork on the itwa ersrand mentioned in i s report that the mode n tendency in deal·ng with young people ho come

into conflict with the law is o rovide as far as ossi le

l). Burt; The Young DP.linquent; pp. 66-176

2). S.A. at. Conference on the Post-1ar Ilanning of ·ocial elfare r/ork p. 146.

individual t ea ment to meet the indiYidual needs of each case. Xhe older method was to rovide mass treatment, generally in reformatories, with the consequence that often more harm than good was done. ostel treatment was found to be more benefici t. At the time he

Rand had five uUCh hostels for Euro eans, two for girls and three for boys).

In America the tendency is to transfer the

emphasis in measures with regard to juvenile delinquency from the courts to the schools because i t is realised more and more that delinquency is not made in a day,

but that children often show tendencies, which i f allowed to develop unchecked, end in crime.

~o far our schools have made no ~ystematic

attempt o meet the problem. Although the Provincial Administration has a fully devel~ped system of medical inspection to attend to the physical needs of children, there is no systematic provision, apart from sporadic clinical f'acili ties, for supervising mental health •

of school children, and for detectin and treating deviations in character and cond ct.

The report went on to mention that in America such children are dealt ith by the school authorities in so-called Disciplinary or Parental cbools on their

52.

own authority and without reference to the courts. In South Africa there a e no such Truant choo1s, although there is a great need for them, especially in Johannesburg.

ince 1913 there has be n direct legislation

dealin~ ith behaviour problem children. The most recent and amended form is the Children's Act No. 31 of 1937. This act deals with offences against and

concerning children, such as neglect, cruelty, begging, etc. The provisions of this act are carried out by the Union

Education Department, The Union .:JOcial 1elfare Department, and the De artment of Justice.

Certified institutions, such as Government Industrial 'chools, are maintained in terms of this act. Under this

ct the Union Education Department may deal with uncontrollable and even delinquent children, but no liaison exists between this authority and the Provincial Education Departments, from hose schools these children are recruited, to

facilitate measures on their behalf.l).

More or less the same standpoint was adopted by the Committee on Deviate Children. It thought that except those whose deviation brings them into conflict with the la there are also those who evade the demands of their environment by withdra al or escape from reality and by regression, se7ere introversion or phantasy.

These children also need treatment.

The Committee recommended that the problem be approached from the preventive point of view, by moving the focal point from the control of the Government to the authority entrusted with the instruction of these children during those years when the unfavourable behaviour symptoms manitest themselves for the first time. If this were carried out the number of children sent to reformatories, industrial schools, and other

institutions in terms of the provisions of the Children•s Act, would in future decrease considerably and i t would

1).

Report Provincial Commission of Inquiry. p.p. 25-26 dee also p. 84.

do avay with the stigma which at taches to sending them to

such institutes. Besides, the chances are that they get

in contact with worse characters, and therefore probation

officers and others dealing with delinquent children are

reluctant to send them where there is punishment but seldom cure. 1 ) •

Since the war broke out in 1939 many families have

be n rootless. ·Fathers have joined up and many mothers

have gone to work. Thus the steadying influence was absent,

with the consequence that the children fell into unsatisfactoxy

modes of behaviour. They formed small gangs and exerted

profound influence on the borderline cases, and they in

their turn influenced children in more stable environments.

Many of the delinquents feel insecure and unwanted.

Unless there is a friendly, happy place for them to go to

regularly when school is over, where they can be supervised

and guided by understanding adults until their mothers orne

home, they mast be considered potential delinquents,

succeptible to the desctructive suggestions of their

wildest contemporaries.

In connection with the prevention of delinquency

Clara ~ambert says that there is good reason to believe that there is a direct relationship between adequate play

2).

experiences and the re ention of delinquency.

i~Need for rtecreation ¥acilities for Johan~sbur~ School ~hildren.

The recreational needs of ~ohannesburg school

children are essentially the same as in any city of like size.

---1). Report of ~nter-Departmental vommi~tee on Deviate Uhildren, op. cit. p 164.

55.

~his problem of finding leisure-time activities for children effects all parents, rich and poor alike, though in different ways. ~he rich often have other duties to attend to and often leave the childre

to the tender mercies of servants, or to find their own occupations as best they can. In the poorer areas

recreation facilities in the home are usually non-existent, consequently they have to find their own amusement at the mercy of traffic-infested streets or in overcrowded and unhygienic backyards. Most children in large cities have no other place to play except in the streets and they have little else to do than dodge after balls amid traffic, to engage in desultry games, or simply to

"hang around". 1) •

Then there are the children of parents who both work. It is essential that they should be under some kind of supervision or control from the time that the schools close and five or six o'clock when father and

mother come home. The position of these children,

especially in the poorer areas, is one fraught with much danger. They are easily led astray by undesirable

companions. Very few children of the tender age between six and fourteen or fifteen are mature enough to enjoy unrestricted freedom of movement in the poorer areas of a city. Sooner or later they are bound to pick up undesirable, if not actually harmful or even criminal, practices. Where adequate parental or home control is lacking, adequate recreation facilitiew offer a safe and positive substitute.

---1). Franklin & Benedict; Play Centres fur P• 13.

idle

idle

hen these

1.d:le

s

Will

fin~

thPt

ltind

ot

on which is not always des1 able from the

.-

-.

,

... _.

Leisure-time

can be as frttittu1ly

and ean be aa eonatructiTe as any

truly

educational

act

T1: •

It need by

no mean-s be a

f

itting away o

alua le

time,

but can be

iltast educa.ti

Te 1!' Wi.

se

7

~c

up ea.

Therefore, the

Play

Ce

tres • re

esta&lished

~llt~~~ ..

Johann.esbhr

unieip&l .oooial el

are

.De artment

-lliliJ!~~~:

£he express purpose of

pro

vi din

~elt need

of offerin& suita le and

adequate organised

reore~tional taoili~ies

in order to

~revent Juve~

e

~el1nq

ency and ta ehtice the children away from the

maR7

dangers

o~ t

e

$treete.

ta

e

nt of

Play

• B

In May, 19 1,

stre

representations were

made

b7 the staffs of

t

e robat1on

Of~

ce

Band

A14

Association

Tranavaa1 Association of

BOJ'~

Cl s,

e anilaren's Aid oociety to

t

e

Johannesbur

bunc11 to

th~

effect

that the De artmen

u

~ertake

the runnin

g

of afternoon

Pl~y ~entre•

as a

means of

providing. constructive recreational:. outlet• "for

3oung school-going children in

th~

poorer areaa

Dr

the

it was felt th

a

t the

ch d•s 16isure-time

en~ronment

m ght

l~ad

to

d~linquenp,.l).

It

wa:1:i

an

to co-.bat

enile

delinquen~ -.nd l!lisdir

streets and other undesirable places where anti-social habits are readily acquired.

The Children's id dociety quoted the following three types of cases from its records with a view to illustrating the need for this

ork:-(a) • . rs. G., a wide ... , was left penniless in 1933 with four children of 12, 10, 9, and 4 years. Th total inc me of the family was £7. 10. 0. per month, this b<>ing a Government maintenance grant. The mother,

hrough yea s of penury and ill-health, was unable to c ntrol the boys. In 1943 the two eldest were convicted on a c arge of housebreaking. Neither of the boys had an outlet for their somewhat superior intelligence and energy, and consPquently sought more anti-social channel through which to express th mselves. Bo h boys were h n

waiting rial in the Johannesburc Fort on 18 counts of heft. Had there been centres where their energies could have been guided into constructive work, they mi5ht have been assets to the comm nity insted to being a very real danger to the ublic.

(b). l rs. • , a T.B. sufferer, was ordered to go to rtietfontein for cu~ative treatm nt. Three children under 6 were all 1 ft in the Children's Aid ~ociety's

creche, The mother was reluctant to go to hos ital, in spite of the danger of infectin0 the hole amily,

on account of having to leave the three eldest childre {aged 12, 10 and 8 years) entirely without super ision from 2 to 7 p.m., when the father returned from wor •

57.

Had here been a Play Cantre she would have gone to hospital with an easy mind, knowing that the children

(c). r. and rs. B. always neglecte their six

children. In 1940 they came .before the c urt for neglect of their children, but were not convicted. The parents took no interest at all in the welfare of their children. The oldest ones were left to th ir o devices during the afternoon, and could no even depend on their parents for any consideration or interest when they were at home. In this case a Play. Centre, besides supervising the

leisure hours of the children, might well have provided them with some constructive interests.

The Council realised the importance of this work and adopted the following

recommendations:-1. That the experiment of conducting one afternoon Play Centre for boys and one for girls of school-going age where environment may lead to

delinquency e agreed to fo a trial period.

2. That the Acting Director of uOcial welfare report on the progress of the experiment 12 months after its commencement. 1).

Thus the Council decided to run afternoon Play Centres fo· school-going children, in order that these children be properly cared for after school hours.

The first Play Centre was opened in August, 1941, although the official opening only took place on the

1st of December, 1941, at 17 Hanover ·treet, Mayfair. The staff consisted of a supervisor and an as istant supervisor, both trained social workers.

---1). Extract from the uouncil inutes Dated 27th May, 1941, (Vote 60/1/0001-2/0850.)

59.

The Play Centre opened with 16 children with ages ranging from

6

to

12

years. The membership rose so rapidly that many prospective members had to be refused admission. By July, 1942, i t was found necessary to restrict the

membership of the Centre to 60 children, owing to limited staff and accommodation.

The Play Centre remained open on week-days only from 1:30 p.m. It was thus able to receive them straight from school and keep them until the parents arrived home ready to receive them for the evening.

The programme of the Centre evolved gradually from a simple beginning to eventually include both popular and instructive activities, such as hobbies and crafts, library facilities .. , communal games, showing of cinematograph films, and in- and outdoor entertainments. The programme as made elastic nd ada t ble in order to meet ne or changing

circumstances. No h rd and fast restrictions ere m de apart from the elementary domestic rules of neatness,

cleanliness and obedience. The uiding aim as to incllcate an a titude of gpod citizenshi social feAl·ng by

creaLing an in~ rma atmos here as nealy as ossible imilar to the ea.,y discipline of wholesome family life.

The hildrP-n at en en r gularly. Soon theTe was 1 ng ting l i t, which was a sure p oof of the g e t and rgent ne d of such ce tres.

In her r port to the Director of 3ocial elfare t.h erviso of the fayfalr Pay Cen re express d he hope that t e service should be extended to other p rts

of the ci y on he basis of this first success f u 1 e p r1men . tl)' •

---·

It as, however, not 1.m ·1 Fe ruaryJ 1944, hat the second lay Ce tre was opened in Jep e. uince then i t has been the policy of t. e Counc 1 to establish two new Play Centres a year.

At its meeting on the 25th of July, 1944, the Council adopted a recommendation from he ~ocial elfare De art ent to establish two more lay Centres as soon as t e necessary equip ent had been obtaine 1).

As a result the Bra~mfontein Play Centre was opened in October, 1944, and the enil o th lay Cen re in January, 1 4 5. T i st otrcet was opened in ~ ay, 194 5, Jan ofmeyr in

Apr·l, 1946, 'nd the most recent one is in y enh

The last four Pl y Centres ~P

e

establi h d in

conjunction 1ith the Government schoo s in their re ect·ve ar as or i h a Private om i tee. ThP Frinci al of e

t1. enil o J nior ~ o 1 on 20 towards the equipment

an the o nci es ablis ed the Bay Centre at an estimated cost o £400.2). The T ist Stree and the Bra m ontein

School buildings w re .sed dl.ring th afternoons o ho 1se the lay Centres for some time, parate sites had

ev ntually o be ob ained, a i t as fo nd difficult to reconcile t e ree dis ipline of the Play Centre in the afternoon with he mo e strict and controlled

discipline of ~ e sch ol •

. e difficulty was, ho ever, partly overcom

in t e case of e Jan ~ ofrlley chool, where the rincipal ori inated the idea of running the Play Centre in ~lose conjunct· on Qth the school, and rhere the Council assists

---1). Vote- 50/01/1/ 001, 60/0l/2/1821.

the school with funds and three staff members.

In Sydenham the Play Centre is run in conjunction wi h a private committee helped by a grant-in-aid and one staff member.

There are at present seven Play Centres in Johannesburg. These are:- (in order of establishment).

61.

Centre _{- - =} Address. Establishment.

Mayfair 17 Hanover Street, 1ayfair. 1941.

Jep e Methodist Church Hall, Cr Jules Street

and John Page Avenue, Jeppe 1944.

B aamfontein 1 Biccard Street, Braamfontein. Kenilworth Fraser treet, enilworth.

Twist Street. 21 A Koch ~treet,

Jan Hofmeyr. Jan rtofmeyr Junior School.

Sydenham Orange Grove Government uchool.

1944 •• 194 5. 1945. 1946. 1946.

As the result of the Council's policy to first provide for the needs of the more congested areas, and as these areas are often far from stable in their extent and composition, (residential areas often become industrial areas, while areas occupied by Europeans are sometimes

t Sken over by Non-:Buropeans) , the problem of finding suitable premises in which to house the Play Centres is one of the most difficult with which the Department has had to cope. Although the ideal is that the Department should own the premises and that the buildings should be erected to suit the particular needs of the particular area, the Department has been forced to hire or purchase temporary premises, usually old dwelling houses, which are

not very suitable for the purpose for hich they are intended. Only one or two Play Centres conform to the first

requirement of a Play Centre, namely, that i t hould be situated in extP.nsive and attract~ve grounds. Only one of them can boast of a hall of some sorts, which is another indispensable necessity. ost of the buildings are drab and dreary affairs in spite of the laudable efforts of the

Department and the staff members to make them otherwise. Nearly every report from the supervisors of the various Play Centres emphasises this unsuitability of the premises. How, they say, can children be expected to show res ect for old and dilapidated property or show pride in them?

The Mayfair Play Centre is about the only one with fairly suitable remises, situated in extensive and

fairly at ractive grounds. It has a paddling pool, a sand pit, swings and other attractions for children.

~ost of the others labour under great difficulties. The Twist Street Centre, for instance, has a backyard not more than 25 feet by 30 feet, and a sin0le lavatory

for staff, Euro ean and ~ative, and about sixty children. ere i t not th t the dreariness, drabness and squaller of their homes are usually so much worse than that of some of the ~lay Centre buildings, few children would have been at racted to these c;entres. Jf'ortunately, however, that that is not the only or most important attraction which the Play Centres have to offer. The

secret of their undoubted attraction lies not in the buildings, but in the activities in hich the children can participate, and above all in the spirit which

6 3. without which a golden castle is but an empty shell, and blessed with i t the most humble cottage is heaven on earth.

Thomsen offers the following suggestions for

~lay uentre premisea:l}.

1. Dinin Room.

Foldin6 tables ana chairs should be used. This room could also be used for group work, when other accommodation is not available.

2. Kitchen, Scullery and Pantr~.

There should be a communicating hatch into the Diningroom. In these rooms cookery classes, demonstrations, etc. could be held.

3.

Boys' and Girls' Cloakrooms.

These rooms should contain baths, lavatories, showers, washbasins, lockers, and a First Aid Outfit.

4. Sick Bay!..

This should be provided if adequate accommodation is available, and would contain the First Aid Outfit.

5.

Carpentry Room.

The room would be used for woodwork, metalwork, etc. 6. Arts

&

Crafts Room.

Painting, modelling, soap carving, construction, paperwork, weaving, leatherwork, etc. would be undertaken in this room.

7. Club Room.

Individual play, knitting, sewing, etc. would take place here.

8. Li brarl..!_

This would be a quiet room 7here reading, homework and uzzles are done and quiet games played.

9.

_{- - - -}

Entrance Hall.

The hall would serve as a waiting room, and

feature on a whiteboard all forthcoming events, etc. 1). Thomsen; "The Place of the Play Centre in a ocial

10. Office.

11. ~taff Rest Room.

This room should have toilet facilities attached.

12. Hall

_{- -}

.

The Hall should be uipped with piano , radiogram,

and proj c o , ~nd removeable stage, or a fix ure ith stor ge pace underneath.

ctiviti s would in lude gym, boxing, eurhythmics,

ancing, community and choir singing, mu ical appreciation, dramatics , concerts , film sho s, talks etc.

13. _Storage ~£~~~

Gym equipment, arts and crafts nd play materials auld e stored in this room.

14. n arch.

The porch could be used fo individual play, group disc ssion , etc.

15.

_{- -}

Grounds.

-The follo ing equipment , etc. should if possi le, b availa le in t e grounds:

-'andpit, jungle jim, s~in s, se -sa s ,

sl· s, tre -houses, pad ling ool, rabbit l ches , flo er and veg able gardens,

athl t·cs,

s

ccer, r y, cricket, asebal , u~d other outdoor ames ould be playe and other group ork h 1 au sid wh n the

w a 1 r 1 s fin •

A

T ms sho ld be ell rovided ith cu boards.

The

lay ent es is ose over fairly adeq a e an efficien equipment considerih the ere

established during thew

r

years, when most things were difficult o obtain. Th eq ipment inc ud€s all kinds of sports requi erne s, such as balls an bats; physical trainin0 e ui ment, such as aul in horses, bars , mat , etc. rt and era materials and

tools, e c. a great as ortment of oys suitable for various ages and taste~, d l i raries.

s soon a,;:, i as dec1ded to open a ~lay Centre in a par icular area, i t was usually he

65

rincipals of the

sehpols

them

to submit the nam s of tpe

12 1ears}

0

working paronts who mos

~

the

se~oe.

Each prinbipal

was

tben visited and told

ef

t ~ ~bj~cts

of the scheme and his

co-op~r~tion

obtained

Letters were then

writ

en o

th~

pa ants

of tba children and distributed

by

the

princi~~

A

large

perce~taga

of these

chi~dren

would then

t

ru

up at

eentre, soon to be followed

by tfi~ir

frienda

₁

of about sixty

atte~ing

members

had

been a

alned.

The remainder ere then

~u

on a

wait1n~

lilt, w.hiQh at most

centres is quite a long

one.

Pr

ority tor admission

is

given to those Who

ao

urse

~Ir re~uire

the facilities offered• namely

pro

l~m

, truant,

delinque~t

and unsuperTise4

children.

A~~

the

Oe~tres

admit both

boy,

and

rls and

most

ot

them are open from

2 ~

to 5:30

pm.

The

avera~

number of attending

members

at each

Oentre

is

abo

at t

The

followi~$ ta~le

ves the attendan

,a

Centres for the

~

r h Term, 1946:

I

»

L B V,XII.

4 W I ¥

93

13

75

96

7

a available

6'

51.6

54

65

50.5

50

(est1aate

The number of at ending members, i.e. the average number of members who attend per afternoon, has recently been increased to 90, in order to economise with premises and equipment. It was found that with only one additional assistant supervisor this number could be handled

satisfactorily.l).

The membership subscription varies at the

diffirent centres but is usually 1/- per month per child, and 6d for every additional child from the same family. This money is used for takin children on excursions, etc.

Although the Play Centres were originally established to combat juvenile delinquency and fo keeping children off the streets, they have proved

to be extremely useful places to which to send the children of working parents, also for providing recreational facilities for those who lack them, or who come from unsatisfactory homes, or who have one or other form of maladjustment.

The following tables give some idea of the reasons for attending at some of the lay

Centres:-

---1). 3upplementary Report Director ocial Welfare

Department to the Public Health and ocial elfare Committee, 7/2/1947; p 5.

67.

T A B L E IX.

Fourth Term, 1946. Reasons for AUendins.

On Normal

%

Normal-vs

CENTRE Roll Children Handicapped Children. Handicapped

---...----

·---~---~C~hildren.

Unsatisfactory orne nvi ronment, (e. g. Immoral, Drunken,

erious Illness, xtreme Poverty Over-crowding,

Di-vorce

&

Separation)

Both Behaviour Farents Problem ~ orking Children ---~ Twist

.::>t.

73 Kenilworth 75 Jan Hofmeyrl07 Jeppe 93 Mayfair 15 33 86 1.5 37

22

10 36

39

41 22 10 38 9 22 7 1 7 6 5 5 5

20%

44%

80% 16% 10%

---1

Totals Percentage of Enrol- 100% ment 144

32%

120

43

15

27% 10% 64%

---~--~~---N.B. A child may be included under more than one heading if they ap ly to his case. Thus, a child may have an unsatisfactory home environment, be mentally retar6ed

T A B L E X

A Previous Grou~Mayfa!~~!~ Cent~ On Roll 102.

Reason Number Percentage of

children on roll.

1. Unsatisfactory Home Conditions 93 91

2. Problem Children 28 ₂₇

3. Both Parents Working 11 ₁₁

4. ~oin merely for recreation afforded 6 6

5. no1entally retarded 2 2

6. Recommended by Probation Officer 2 2

1.

Sent by ~chool 2 2

---N.B. See remarks p. 67 re children being included under more than one heading.

The most significant facts which emerge from an

examination of the above tables, especially the first one, are:-that a large percentage l64%) suffer from one or other handicap, either personal or environmental;

that the greatest handicap is an unsatisfactory home environment

(3 2%);

(these are the chief potential delinquents}; and

that 27% have both parents working. This group is particularly susceptible to anti-social influences as they lack much of the

steadying influence of the home.

~he large membership at the various Play Centres

necessitates a fairly large staff. The present staff consists of 27 members, under a tienior Supervisor and an Assistant Senior Supervisor.

69.

them being in possession of the ~.A. (Social Studies) degree.

staff. Number Staff' 1 1 10 4 6 2 1 1 1 27.

The following table gives the classification of the

of T A B L E XI. S TAFF TABLE. Position Senior Supervisor Assistant Senior Supervisor Supervisors Arts and Craft Instructresses Physical Instruct-resses Dancing Teachers Speech Therapist Dietician Music Instructress

There are usually four persons engaged at a Play Centre: a Supervisor and an Assistant Supervisor (both qualified social workers), assisted by one or two assistants, usually an Art and Craft Instructress trained in leatherwork, boxing, dramatic art, drawing, etc. From time to time temporary assistance is

given by students from the universities who come to the centre for practice work during vacations.

6. ACTIVITIES OF PLAY CENTRES IN JOHANNE3BURG. (a) Daily Routine.

The daily routine at the Play Centre commences.

with the opening daily at 2 or 2:30 p.m. as soon as the

children come out of school.

As soon as they have been admitted, they wash

their hands, comb their hair, and generally tidy themselves,

so as to develop habits of personal hygiene.

Then a light nourishing meal is provided, although feeding is not really a function of the Play Centre. This

is done because of the absence of the right and sufficient feeding at home, to supplement what was given at home and

at school, and also to supply the necessary energy for the

physical activities during the afternoon. The older

children have to help in the kitchen or with the serving

of the food. Through feeding children at the Centre an

opportunity is afforded to teach them table manners, to

eat and enjoy various kinds of foods, particularly

vegetables and also that food must be prepared and

served tastefully. (It is for instance, not uncommon

for children to ask what kind of a thing i t is when

given beetroot for the first time.)

One boy, on being questioned by the writer,

said that before coming to the Pl~y Centre that afternoon

he had first been home and had eaten a.n egg, coffee and

porridge. At the Centre he enjoyed a hearty meal ,

consisting of a potato in the jack~t, a hardboiled egg,

half a tomato, a slice of sweet melon, an orange, and milk.

What a contras l

Here are t o typical menus , one for summer and one

MErnJ

FORTH~

,ffiEK BEGINIING

..:.,._..,;_:;,5..;...3.46. Monday:. ~, ealies. Avocado Pear. .::>andwiches. Milk. Thursdal• Scrambled eg with tomatoes. Jacket Potatoes. Lettuce. Milk.

Bread and butter.

Tuesday. Stewed Pears. ornflour oha e. Bread, butter, and jam. Milk. Fridaz!.._ tewed ~-~..1:-'ples :>pa.;hetti . ~ilk ?udding.

Bread apd butter and jam.

Milk.

Remarks.

Menus dependent on supplies available. Additional fruit where possible.

7

1

•

fednesdaz. · .ixed 'alads. ('rated ine-ap.}lle , carrot, Beet, tomato, lettuce). ashed otato with chopped hard-boiled eg • Milk. Bread

&

_onday.

.3tuffed J!Jg0s.

Beetroot valad.

read and Cocoa.

Fruit ... al ad.

Thick Custard.

Tomato and bread

Cocoa, Peanuts.

, NTER i!iEKU.

Tuesdal.:_

Vegetable Soup •

cltewed Fine-apples

Bread and • ilk.

Thick :3oup. Grated Carrot dandwiches. Oranges. ilk. Bean Soup.

Jacket l'otatoes.

Raisins, Bread

73,

After the meal the various groups take part in the

activities arranged for that particular afternoon.

Children are divided into groups according to sex and size. Boys are usually kept separate for the rougher activities, while for some they may be combined as for art. There may be groups of big boys, and of small boys, and so also for girls. Sometimes one, two or more groups are grouped together if i t is found necessary to do so, e.g. both groups of girls may be taken together for art and craft.

The project system is followed as much as possible. For instance , boys work on calendars or make a Native Kraal

out of clay for art and craft. This has been found to be desirable and advantageous, as continuity of interest is thus maintained. The children are on the whole enthuastic and show a great deal of natural talent for the various activities undertaken.

In order to further stimulate interest prizes are

gi~en for outstanding achievement, e.g. for monthly sportsmanship. The maximum value of such a prize is about

7/-.

The child is allowed to

buy

what he likes with this prize money. A large

packet of sweets is also given to the table which has the

highest points for tidiness and general behaviour.

Punishment, in the ordinary sense of the term, is never resorted to. Satisfactory behaviour is approved of

'

while unsatisfactory behaviour is disapproved of. If a

child cannot take part in any activity without respecting the rights of the other children,_he is not allowed to take part next time. Stronger measures rarely appear necessary and even then patience and ingenuity usually triumph.

The Following is a typical example of the weekly programme at a Play Centre.l).

76.

Various Activities.

In the weekly programme provision is made for physical, intellectual, cultural and social activities.

Recreation involves the development of adjustment in all of these, namely the training of both body and mind, adjustment to society and combination with fellow beings, and appreciation of the better things of life. Recreation gives physical, mental and social health, and provides self-realisation, social adjustment and education towards citizenship and its duties, cultural development and

creative usage of life and happiness.

The physical activities provided include gymnastics, boxing, swimming, gardening, outdoor games, and sports

gatherings arranged between the various Centres. All

these contribute towards the development of sportsmanship, self-control, and an active and healthy system. The

experiment at the Mayfair Centre to have a physical educationalist on the staff, has proved such a success that i t was decided to have one on the staff of all Play Centres in future.

Physical activity is, however, of little value in itself. It has to be combined with mental, cultural and social education in order to provide a proper balance for the adjustment of the children. 1n order to reap the full benefits of organised recreation all aspects of promoting the general welfare of the community must be recognised and catered for.

The intellectual activities include art, needlework, leatherwork, dramatic art, indoor games, reading, discussion, and silent activities.